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All Journal Jurnal Pendidikan Vokasi Jurnal Sumberdaya Hayati Jurnal Elemen J SIG (Jurnal Sains Informasi Geografi) Jurnal Sekretari Universitas Pamulang GAUSS: Jurnal Pendidikan Matematika Koordinat : Jurnal Pembelajaran Matematika dan Sains Maslahah: Jurnal Pengabdian Masyarakat Jurnal Techno Bahari Plusminus: Jurnal Pendidikan Matematika Khidmatul Ummah: Jurnal Pengabdian Kepada Masyarakat Jurnal Farmasi Komunitas International Journal of Scientific and Professional Jurnal Keperawatan Merdeka Journal AK-99 Jurnal Sosial Ekonomi Perikanan Jurnal Batavia Muta'allim: Jurnal Pendidikan Agama Islam Journal of Educational Development and Learning (JEDAL) Jurnal Perikanan CREDENDUM: Jurnal Pendidikan Agama Jurnal Online Skripsi Manajemen Rekayasa Konstruksi (JOS-MRK)
Lestari, Indri
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Journal : Jurnal Elemen

 1 
Integration of item response theory in the development of PhET-based graphing lines worksheets for optimizing student algebra competence Giyanti; Lestari, Indri; Oktaviyanthi, Rina
Jurnal Elemen Vol 11 No 1 (2025): January
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v11i1.27634

Abstract

This study develops and evaluates a graphing line worksheet based on PhET Interactive Simulation integrated with Item Response Theory (IRT) methods to enhance student algebra competence. Involving 120 students, the worksheet comprises 12 items measuring four key indicators: understanding the geometric significance of line slopes, constructing line equations, graphing from line equations, and predicting the effects of variable changes. The 2-Parameter Logistic (2PL) model of IRT was employed to analyze item difficulty and student ability in logit form. The results indicate that the worksheet is effective in improving student algebra competence, with Items 1 and 11 demonstrating a good balance between difficulty and discrimination. Item 2 requires further review because of its high difficulty, whereas Item 12 is considered too easy. Heatmap analysis and Item Characteristic Curves (ICC) revealed variations in student response patterns, confirming the test's ability to evaluate diverse levels of student ability. The integration of interactive simulation and IRT has proven to be an effective strategy in instructional design, supporting adaptive and personalized learning.
Improving university students’ geometrical understanding of derivatives through graphic visualization Khotimah, Khotimah; Lestari, Indri; Agus, Ria Noviana; Oktaviyanthi, Rina; Putri, Shila Panca; Ünver, Semiha Kula
Jurnal Elemen Vol 12 No 1 (2026): January
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v12i1.33325

Abstract

This study addresses university students’ persistent difficulties in developing geometrical thinking, defined as the ability to interpret slopes, understand tangent behavior, and coordinate graphical and symbolic representations, when learning derivative concepts. The study investigates changes in students’ geometrical thinking following instruction supported by graphic visualization. A one-group pretest–posttest quasi-experimental design was conducted with 30 students in mathematics education, limiting causal inference due to the absence of a control group. Data were collected using a six-item open-ended geometrical thinking test and structured classroom observations, which served as triangulation. The results showed significant improvement after the visualization-based instruction. The average pretest score increased from 48.12 to 67.51, with a normalized gain (N-gain) of 0.39, indicating moderate improvement. A paired-sample t-test confirmed a statistically significant difference (p < 0.001). Although the effect size was large (d = 4.17), this finding should be interpreted cautiously given the study design and sample size. Observation data supported these results by revealing improved graphical reasoning, representational coordination, and student engagement. These findings indicate the potential of graphic visualization to support students’ geometrical thinking in derivative learning, rather than to demonstrate definitive instructional effectiveness.
Co-Authors -, Mufarrihah Agus, Ria Noviana Al Fariz, Mar'atu Rosyada Alifa, Nadila Arijulmanan, Arijulmanan Athiutama, Ari Audrianto, Audrianto Aulia, Maghfirotul Budiastutik, Cica Maryuni Dwi Eradianto, Muhammad Rio Dwi Intansari, Ayunda Pitra erman, Imelda Fatimahazkaazkiya, Fatimahazkaazkiya Fauzi, Aditia Febriani, Indra Fikr, Militan Raushan Fikri, Muhammad Adymas Hikal Finny Redjeki Ghaliyah, Mahjatul Giyanti Giyanti, Giyanti Hadi, Tb Sofwan Hakiki, Nisa Hasrian Rudi Setiawan Jamaluddin Jamaluddin Jamil, Tedi Kustiadi Jasmine, Syifani Arihatu Kamri, Syamsul Katry Anggraini Khotimah Khotimah Moch. Sholeh, Moch. Mochamad Candra Wirawan Arief Mochamad Rudyansyah Ismail Muhammad Yusron Maulana El-Yunusi Nasrullah Nasrullah Nur Intan, Ulva Nurjanah, Sindi Putri, Shila Panca Qurotaayun, Diah Radyta Radwa Maudyna Raharjo, Nain Dhaniarti Rahayu, Muga Wiji Rahman, Fakhrinnisa Wildani Rahmawati, Libna Rizqi Rina Oktaviyanthi, Rina Rufaidah, Fathi Rufeidah, Annie Salsabila, Atikah Sarini Yusuf Saskia, Faizah Maulida Sativa, Novriza Shopiah, Ely Sulastri Sulastri Swardana, Ardli TRI SUTRISNO Trijumansyah, Andry Ünver, Semiha Kula Wahidah, Feby Khoirinnisa Widyasthana, Ferdiansyah Naufal Wijaya, Albert I Ketut Deni Windia Hadi, Windia Yeni Mulyani Zakaria, Aceng Zikiriyani, Imas